This paper analyzes the educational approach of design-based pedagogy applied to STEAM subjects, defining what design-based pedagogy is and what is meant by the acronym STEAM, deriving from STEM. Some international studies are reported which describe the benefits of STEM and STEAM learning environments, but also the critical issues that have emerged, mainly due to the poor conceptual understanding and poor training of teachers in training on this topic. Particular attention will be paid to creative thinking and studies related to STEAM learning environments, with a focus on music education integrated with STEM disciplines. In the last part of the thesis, a research path carried out in a third primary class is presented: through the use of the Torrance Test, creative thinking was investigated in a STEAM learning environment.
Il presente elaborato analizza l’approccio educativo della design-based pedagogy applicata alle materie STEAM, definendo che cos’è la design-based pedagogy e cosa si intende con l’acronimo STEAM, derivante da STEM. Vengono riportati alcuni studi internazionali che descrivono i benefici degli ambienti di apprendimento STEM e STEAM, ma anche le criticità emerse, dovute principalmente alla scarsa comprensione concettuale e alla scarsa formazione degli insegnanti in formazione su questa tematica. Una particolare attenzione verrà rivolta al pensiero creativo e agli studi correlati con gli ambienti di apprendimento STEAM, con un focus sull’educazione musicale integrata alle discipline STEM. Nell’ultima parte della tesi si presenta un percorso di ricerca svolto in una classe terza primaria: mediante l’utilizzo del Torrance Test, è stato indagato il pensiero creativo in un ambiente di apprendimento STEAM.
Un progetto di applicazione della design-based pedagogy all'educazione musicale nella scuola primaria.
GALZIGNATO, ELISABETTA
2022/2023
Abstract
This paper analyzes the educational approach of design-based pedagogy applied to STEAM subjects, defining what design-based pedagogy is and what is meant by the acronym STEAM, deriving from STEM. Some international studies are reported which describe the benefits of STEM and STEAM learning environments, but also the critical issues that have emerged, mainly due to the poor conceptual understanding and poor training of teachers in training on this topic. Particular attention will be paid to creative thinking and studies related to STEAM learning environments, with a focus on music education integrated with STEM disciplines. In the last part of the thesis, a research path carried out in a third primary class is presented: through the use of the Torrance Test, creative thinking was investigated in a STEAM learning environment.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/58942